Making Large MSK Conferences More Inclusive for Neurodivergent Clinicians
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Large MSK conferences play a key role in professional development. They offer structured CPD, exposure to innovation, and opportunities for clinical discussion and professional connection that many clinicians value. However, for a significant number of neurodivergent clinicians, large‑scale conference environments can create barriers to access — even when the educational content itself is highly relevant.
Neurodivergence is an umbrella term encompassing a wide range of neurotypes and cognitive processing differences, including ADHD, autism, dyslexia, dyspraxia / DCD, tic disorders such as Tourette syndrome, and sensory processing differences. Many clinicians identify with more than one neurotype.
As the UK’s largest multi‑disciplinary event dedicated to preventing, treating, and rehabilitating musculoskeletal and neurological conditions, Therapy Show (formerly Therapy Expo) is well placed to explore how large conferences can become more inclusive for neurodivergent clinicians, without compromising educational quality or commercial viability.
When scale creates unintended barriers
In 2025, Therapy Show (then Therapy Expo) welcomed over 2,000 delegates, hosted 100 specialist speakers, delivered 150 certified CPD sessions, and featured 150+ exhibitors. In 2026, the show expects to bring together 3,000+ therapy and rehabilitation professionals across physiotherapy, osteopathy, chiropractic, massage and sports therapy, exercise rehabilitation, and physical training — reflecting the increasingly multidisciplinary nature of MSK care.
For many neurodivergent clinicians, large conferences involve sustained sensory and cognitive demand: crowd density, competing audio, bright lighting, unpredictable movement, strong smells, and constant task‑switching between listening, navigating, and social interaction. When layered on top of travel, disrupted routines, and the pressure to maximise CPD, this demand can exceed a clinician’s regulatory capacity.
The impact is often invisible. Some clinicians attend but retain little learning, spend much of the day managing discomfort, or require significant recovery afterwards. Others decide attendance is simply not feasible.
This is not a motivation issue — it is an accessibility issue.
Inclusion within real‑world constraints
Conference organisers operate within genuine logistical and financial constraints. Exhibitors, open theatres, demonstrations, and high‑energy spaces are essential to the viability of large events. With thousands of delegates in shared spaces, a baseline level of stimulation is unavoidable.
The challenge, therefore, is not to remove stimulation, but to design for choice, predictability, and recovery, allowing neurodivergent clinicians to engage meaningfully with learning while managing sensory load.
This is not about comfort alone — it is about learning. When clinicians are dysregulated by sensory overload or cognitive fatigue, attention and information encoding are reduced. Inclusive design supports regulation, which in turn improves CPD uptake, retention, and translation into clinical practice.
Better access leads to better learning outcomes for everyone.
What neurodivergent clinicians asked for
To gather direct feedback, a poll was posted in the Facebook group Neurodivergent MSK Clinicians asking:
“What changes would you like to see at a big conference like Therapy Show that would make it more inclusive for you?”
The 94 responses highlighted the following priorities:
- Quiet places to escape – 20 votes (21%)
- Less bright light – 15 votes (16%)
- Time between talks – 15 votes (16%)
- Less noise overall – 14 votes (15%)
- Less noisy music from some exhibitors, particularly near open theatres – 12 votes (13%)
- Simpler floor layout – 7 votes (7%)
- Simpler programme navigation – 3 votes (3%)
- Less strong smells – 2 votes (2%)
- Alternative seating options (including floor seating) – 2 votes (2%)
These requests are notable not because they are extreme, but because they are practical, targeted, and achievable. They do not call for the removal of exhibitors, the elimination of energy, or a reduction in ambition. Instead, they highlight specific pressure points where relatively modest adjustments could make a meaningful difference.
Key inclusion principles for large MSK conferences
These themes align closely with established principles of inclusive learning and environmental design.
Making large MSK conferences more inclusive for neurodivergent clinicians is not about creating a perfect solution overnight. It is about listening, testing, iterating, and being transparent. Small, thoughtful adjustments can have a disproportionate impact — not only for neurodivergent clinicians, but for many delegates.
- Choice – clear options for high‑ and low‑stimulus spaces
- Predictability – simple navigation, clear signage, transparent scheduling
- Regulation – genuinely quiet, low‑stimulus spaces for recovery
- Pacing – time between sessions and permission to step in and out
- Flexibility – alternative seating and movement‑friendly options
Most importantly, this work sends a powerful message: that neurodivergent clinicians are valued, respected, and actively considered within the professional community.
A call to clinicians
Inclusion is not solely the responsibility of organisers. Conference culture is shaped by clinicians too. Normalising the use of quiet spaces, stepping out when needed, wearing ear protection, sitting on the floor, or prioritising regulation over constant attendance helps create an environment where difference is expected rather than apologised for.
As Therapy Show continues to grow, it has the opportunity not only to remain the UK’s largest MSK and rehabilitation event, but to become a leader in inclusive conference design, setting an example for the wider healthcare and professional events sector.
References and further reading
This article is informed by neurodiversity‑affirming research and educational frameworks, including work on cognitive load theory, sensory regulation, and Universal Design for Learning (UDL). Readers interested in exploring the evidence base may wish to consult:
- Sweller et al. — Cognitive Load Theory
- Le Cunff et al. (2025), Frontiers in Education: Neurodiversity and cognitive load
- CAST — Universal Design for Learning Guidelines
- King’s College London — research on neurodiversity‑informed learning environments
- Facebook group Neurodivergent MSK Clinicians
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